How it works
Our tutors run group courses when there is sufficient demand. Courses require a minimum of 2 students and typically run with up to 4 students per group. Once interest reaches the required number, we arrange the course schedule based on group size and tutor availability to ensure convenient times and effective learning. All group sizes and timings are confirmed before the course begins.
Course title: Introduction to Philosophy - Four-lesson series
Two age tracks included: 9–12 years (Key Stage 2/Early KS3 level) and 13–18 years (KS4/KS5/Youth level). Each lesson includes: learning objectives, key concepts, suggested activities, discussion questions, resources and assessment ideas. Lessons are adaptable for 45–90 minute sessions.
Lesson 1 — What is Philosophy?
Learning objectives:
9–12: Understand simple definitions of philosophy and religion; recognise basic similarities and differences.
13–18: Define philosophy, explain different academic approaches and why people study them.
Key concepts:
Definitions, logical frameworks.
Activities:
9–12: Mind-map “What do I believe?” Small groups create posters showing things they value and why; teacher introduces short, child-friendly definitions and examples (religion as shared rituals/beliefs; philosophy as asking big questions).
13–18: Short reading (excerpt) contrasting religion and philosophy; students produce Venn diagram and then write a paragraph arguing whether philosophy and religion overlap.
Discussion questions
What questions do we call “philosophical”? Which questions do religions try to answer?
Can someone be philosophical but not religious, or religious but not philosophical?
Resources
Age-appropriate stories, simple quotations (e.g. “Know thyself”), images of rituals, short articles.
Assessment
9–12: Group poster and short verbal presentation.
13–18: 300-word reflective paragraph and annotated Venn diagram.
Lesson 2 — Big Questions: Existence, God, Purpose
Learning objectives
9–12: Identify big life questions (Where did we come from? Why are we here?) and recognise that different people give different answers.
13–18: Outline classical arguments for and against God’s existence (cosmological, teleological, problem of evil, ontological in brief), and explain purpose/meaning discussions (existentialist and religious perspectives).
Key concepts
Existence, creation, design, cause, purpose, faith and reason, evidence.
Activities
9–12: “Question box”: pupils write big questions anonymously; teacher groups them and facilitates short class responses drawing on different worldviews.
13–18: Mini-debates: assign groups to present cosmological argument, teleological argument, problem of evil, secular naturalist response. Provide simple texts and support.
Discussion questions
Which arguments feel convincing and why? How do personal experiences influence belief?
Resources
Simple versions of arguments, case studies, age-appropriate video clips (teacher to select).
Assessment
9–12: Class display of questions and example answers.
13–18: Short essay (500–700 words) evaluating one argument.
Lesson 3 — Ethics and Morality: How Should We Live?
Learning objectives
9–12: Recognise rules, values and reasons for being kind; identify examples from religions and everyday life.
13–18: Compare major ethical theories (utilitarianism, deontology, virtue ethics) and religious ethical frameworks; apply to moral dilemmas.
Key concepts
Morality, duty, consequence, character, conscience, commandments, Golden Rule.
Activities
9–12: Story-based dilemmas (age-appropriate scenarios) acted out; class decides what to do and why.
13–18: Ethical trolley-style dilemmas or real-world cases (e.g. lying to protect someone, poverty aid) analysed in groups using different frameworks.
Discussion questions
Is there a single right answer to moral questions? How do religion and culture shape morals?
Resources
Short stories, extracts from religious texts (e.g. simplified versions of the Ten Commandments, Sermon on the Mount, Buddhist precepts), summaries of ethical theories.
Assessment
9–12: Illustrated responses to dilemmas.
13–18: Comparative analysis (800–1,000 words) applying two ethical approaches to a chosen case.
Lesson 4 — Sacred Stories and Texts
Learning objectives
9–12: Understand what sacred texts and myths are and how stories shape beliefs and practices.
13–18: Analyse the role, interpretation and authority of sacred texts across traditions; consider literal vs metaphorical readings, canonical formation and modern critical approaches.
Key concepts